Grade Level:

Materials:

Procedure:

Evaluation requires a high level of cognitive processing.
The following activity can be used to teach a specific grammar skill, as a
review activity, or to reinforce the value of proofreading.

BEFORE

1. Create a list of sentences that have strategically placed
mistakes related to an instructional topic, i.e. spelling, punctuation, subject
verb agreement, informal word choice, run on sentences, or other target forms.
Decide how many mistakes to put in each sentence based on the students level.
Write or type the sentences in a large, clear font.

DURING

2. Begin by teaching / reviewing a specific skill, such as
how to punctuate direct and indirect quotations. Create sample sentences that
contain mistakes with the target skill.

3. Using the Document camera, visualiser or digital presenter,
project the sentences onto a white board or a large piece of paper that
students can write on.

4. Have students copy the sentences on their papers and
work independently or collectively to make corrections.

5. Choose several students to come to the board/paper
with the projected sentences.Have
students cross out mistakes and write their corrections directly over the image
of the projected sentences.

6. Review student corrections as a class. Discuss target
points as necessary, and have all students make proper corrections on their
papers.

AFTER

7. Allow students to work independently on other
sentences containing the target skill.

8. Assign homework related to target skill.

9. Assess students on target skill.

Adaptations:

ADAPTION IDEAS FOR THIS LESSON PLAN USING A DOCUMENT
CAMERA OR VISUALISERS

Instead of creating sentences for the exercise, use
student sentences from submitted writing. This adaption idea generates added
interest among students because they feel ownership of their own writing.
Re-write or type selected student sentences if necessary for legibility. Omit
personal information such as names. Even without identifying information, some
students may nonetheless feel comfortable enough to volunteer, That is my
sentence! I can not believe I made that mistake!

Five sentences work well as bell work to focus students
at the beginning of class while completing administrative tasks such as
attendance or passing out graded papers.

As scaffolding,
write the number of mistakes in each sentence to the side of the sentence. To
make the activity extra challenging, do not indicate to students how many
mistakes are present.

To increase difficulty level, include sentences that do
not contain mistakes with sentences that contain mistakes. This is much like
evaluation activities found on some college entrance exams.